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I think iPhone applications will be the next frontier for e-learning. While I imagine inexpensive textbooks and access to course management systems, the market is driven by games. I suspect this will be a big year for phone games (and who knows, we may learn a little bit too!

Child prodigy Adora Svitak says the world needs "childish" thinking: bold ideas, wild creativity and especially optimism. Kids' big dreams deserve high expectations, she says, starting with grownups' willingness to learn from children as much as to teach.

Is a lack of PD a barrier? Professional development is a barrier, although I think they can teach themselves much of what teachers need to be learning to be able to modernise their classrooms. The worst thing a teacher can say is: "who's going to teach me how to do that?" Teachers are teachers and should be able to teach themselves what they need to know. If they can't then they probably shouldn't be teaching. You want a teacher who can keep up. There are networks of other educators out there that can connect you with new skills. Professional development doesn't have to be something that is done to teachers - it can be just ongoing conversations they're having with other professionals that they're learning from every day.

Think of a time when you were completely immersed in a learning challenge. A time when you became aware of the need to master a new skill or concept. A situation that took you outside of your comfort zone, when there were times that you became frustrated, when you thought of quitting, downed tools and walked away, but came back time and time again. Maybe it was a problem you had to solve. Maybe it was a challenge you wanted to overcome.

Last week I spent three days thinking about curriculum and all that it means to teaching and learning thanks to the Australian Curriculum Studies Association's biannual conference. It was three days of deeply thoughtful conversation and learning with just the right mix of academic research and ideas for grounded practice straight out of innovative classrooms and schools. With keynotes by Alan Reid, Dan Haesler, Bob Lingard, Robert Randall and Jan Owen combined with Masterclasses from some of Australia's leading educators there was much on offer. The biggest challenge was deciding which workshop you would attend when every session offered such outstanding opportunities.

Some statements stand out in your memory for the power with which they resonate through you mind. I recall the first time I encountered the question posed by Alan November "Who owns the learning?" on the cover of his book of the same name. In four words, Alan poses a question that strikes at the heart of education and encourages us to re-think our approach. If we believe that the learner should own the learning, what are the implications of this for our teaching? Like a stone dropped on the surface of a calm pond, the ripples from a powerful idea spread, expand and gain strength. 

When schools communicate, and share strategies they are using to develop mindsets, dispositions and competencies with parents and when parents adopt these strategies and elements of a metalanguage for learning and thinking, our students are better able to integrate the desirable attributes. 

Next week is set to be an exciting week of learning and sharing as teachers from across the globe make their way to Miami for the International Conference on Thinking (ICOT). 

Recently I have been thinking about the role I play in encouraging my students to think and to trust in themselves as capable learners. This is largely due to the topic of our Term Four Unit of Inquiry.

The shift away from teaching for the rote memorisation of prescribed methods requires teachers to rethink their approach to the discipline. With this new pedagogy comes a need to understand the processes of mathematical thinking in ways not previously required. When we require our students to be able to reason and problem-solve through unique challenges we also require our teachers to have an understanding of the mathematical moves that their learners are likely to call upon.

often think in metaphors. They help me to clarify and communicate my thinking. A metaphor can make a complex idea accessible and comprehensible. They invite understanding and are a useful catalyst for conversation. A metaphor can be made even more powerful when it is combined with a practical demonstration. One metaphor I like to share with colleagues revolves around the impact that we might have as teachers. - A guest post by Stellina Sim

"People Learn Best and Most Deeply When: They try to answer questions or solve problems they find interesting, intriguing, important, or beautiful; They can try to answer the question or solve the problems then receive feedback and try again before anyone "grades" them on their efforts; They can work collaboratively with other learners struggling with the same problems; ..." (Best Teachers Summer Institute, June 20-22, 2012; retrieved January 27, 2012).

The future that kids and adults co-create can provide the emerging knowledge/innovation economy a boost, greatly enhancing human capital and potentials. How would you teach, learn, and create in Education 3.0?

Read the article and replace the word company with school or district. Betcha we could launch some rich, forward thinking conversations. Thus far, school systems seem to have taken all the worst things from business models. Maybe this article might allow us to think about how to build schools that support personal learning strategies.

This is the second of the series of four articles about teaching the 4Cs to students. Learn how to teach critical thinking and problem solving.

Threaded discussion is an old technology. It's inspiring to think of new ways we can talk together at a distance that allow integration of both synchronous and asynchronous technology. I often thing we'll look back on the course management systems we use today and think of them as something like a 300 baud modem. Eyes Front! What's over the horizon line?

This site combines Habits of Mind with Making Thinking Visible Routines. It is useful for teachers and students when trying to implement Habits of Mind as it provides a set of strategies to apply for each Habit, examples in the form of short films and a set of associated Thinking Routines. Also useful when looking for the right thinking routine to use for a given learning outcome or objective.

Instead of forging superficial connections, starting where your students are is about showing kids how to learn in ways that work best for them. It's about creating spaces in the classroom where our students can feel comfortable being who they are rather than conforming to who we think they should be. It's about helping kids feel safe enough to bring with them their skills, strengths, culture, and background knowledge-and showing them how to use these to acquire the curriculum.